Unplugging to explore connections

On an unseasonably mild morning in December, I approached my class of 25 ninth-graders at Cape Cod Academy with a contract on social media surrender. I was apprehensive and prepared to be met with cynical laughter and steadfast refusal. I came armed with a two-page document outlining the details, philosophy and rules behind t...

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By STEVEN MARTIN

capecodtimes.com

By STEVEN MARTIN

Posted Jan. 16, 2013 at 2:00 AM
Updated Jan 17, 2013 at 12:30 AM

By STEVEN MARTIN

Posted Jan. 16, 2013 at 2:00 AM
Updated Jan 17, 2013 at 12:30 AM

» Social News

On an unseasonably mild morning in December, I approached my class of 25 ninth-graders at Cape Cod Academy with a contract on social media surrender. I was apprehensive and prepared to be met with cynical laughter and steadfast refusal. I came armed with a two-page document outlining the details, philosophy and rules behind the contract, along with the academic and humane purposes behind it. I also came with a very hip slam poem by a young man pretending to be an iPhone as he ruminated on the vices associated with such technologies. In short, the students were won over and, with very few exceptions, embraced the challenge with enthusiasm and parental support!

In short, the contract stated simply that the students were to willfully disengage from social media for a period of 30 days. This began on Dec. 5 and ran through Jan. 5. This presented a particular challenge as it carried through the holiday season. Social media, as defined by this particular contract, included, but was not limited to, Facebook, Twitter, Skype, Tumblr, Instagram and essentially any media that allow people to "connect" through Internet-based technology.

It also included text messaging. One of the rules dictated that should students receive text messages, they were to either call the person back or simply ignore it. This aspect of the challenge proved most difficult for students.

At a time when schools and educators alike are embracing our newfound technologies with reckless abandon and love, it seemed ever more important to subvert such technologies with a challenge of this sort. After all, the basis of critical-thinking education and humanities education is to subvert your world to discover the meanings and, thus, purpose behind it.

In contemporary culture we value convenience, efficiency and economic-based reward. Gadgets have come to define progress, and thought, interpersonal engagement and good deeds have ceased to find a place in this equation. Whereas it is quite easy to master the intricacies of an iPad, cellphone or any Apple product, it is a greater and, dare I say, more essential challenge to master the ability to engage an individual, make time for self-reflection or develop the art of good conversation.

By fostering the aforementioned skills, we foster the ability to value civilization and the people and constructs that make it up. However, by hiding behind the sleek veneer of a MacBook, we only encourage the ability to dismiss "friends" with a click of a mouse, offer opinions and dialogue with a "like" or a "yolo!" It is precisely this world that education has the responsibility to subvert, and furthermore, to change.

One proud participant in this exercise, Alex, commented that she changed her communication habits, albeit in a small way. She said, "I have become used to actually using a phone to talk to people now, not just text. I can hear their voices!" Another successful student commented, "It was one of the hardest things I've ever done. My phone was a drug, but I learned how to exercise my will power and stay away from it for 30 days." Others remarked how they did not indeed lose "friends" when they returned to Facebook. Still others admitted that they could not wait to get back to their devices.

Not everybody had success. A number of students did not make the full 30 days. While this was not the desired outcome, it was commendable to recognize these students as well for their integrity in coming forth with their confessions of breaking the contract. One student confessed, "I have tried, Mr. Martin. But I honestly don't feel any benefit from your contract. This exercise has taught me nothing."

Not every educational endeavor achieves the intended outcome, but I am a believer that not everything needs to be learned immediately, either. I have always been a disciple of the idea that many things taught today are understood years from now. Perhaps this situation will prove to be one such experience.

Schools are places where students should develop the skills necessary to create a better society, not develop the skills to be a part of a failing society. This media challenge brought home to 25 ninth-graders the value of patience and tolerance and the meaning of friendship and teamwork, especially as young adults.